Page 193 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, College Preparation
1. Exploring Ideas, Forms, and Styles: generate and experiment with ideas about writing content, forms, and styles;
2. Drafting and Revising: organize, draft, and revise their writing, employing forms and stylistic elements appropriate for their purpose and audience;
3. Editing, Proofreading, and Publishing: use editing, proofreading, and publishing skills and strategies to refine and polish their work;
4. Collaborative Writing: collaborate in the writing process with peers by generating ideas, responding to peers’ work, and assessing peers’ work in a workshop setting.
1. Exploring Ideas, Forms, and Styles
2. Drafting and Revising
B. PRACTISING WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Generating Ideas
1.1 generate and explore ideas for potential writ- ing projects independently through reflection, reading, listening, viewing, and research (e.g., develop a character who will deliver a short monologue; create the dialogue for a scene in a selected film after viewing the scene with the sound turned off; select and develop ideas from their journals to use in a poem; record facts from a mock press conference to use in writing a news article; read several reviews of a movie to find comments to use in a promotional poster for the movie; over the course of one week, write a series of“after-school”vignettes based on observations made at home, at the workplace, or in a local coffee shop or mall; read local and community newspapers to determine local issues, and choose one issue to explore in an article for the school newspaper)
Teacher prompts: “Have you read anything
interesting or unusual recently that has given you an idea to pursue for writing?” “What new idea for writing a poem have you dis- covered as a result of studying this poet’s work?” “What ideas have emerged from your journal that you could use to develop the plot for a short story?” “Which of the ideas brainstormed by your group interests you as a topic for your personal essay?”
Experimenting With Forms and Styles
1.2 use text forms and stylistic elements in experi- mental ways to develop a personal writing style (e.g., create a verbal/visual collage on a topic of interest; write a text that emulates the style and structure of a published model; rewrite a newspaper article as a dramatic script; incor- porate different text forms, such as a personal letter, a poem, a newspaper article, and/or a photograph, into a short story they are writing; develop a list of various kinds of figurative lan- guage that they can draw on for writing projects; create a concrete poem inspired by a key passage from a literary work; write a commentary on a local issue using an ironic or satirical approach)
Teacher prompts: “What adaptations would be necessary to create a radio play from a short story?” “What key ideas from this liter- ary work will you transfer to your poem? Which words suit your purpose, and how will you arrange them? What effect are you trying to create?”
By the end of this course, students will:
Drafting: Focus on Content
2.1 select and organize ideas and information to draft texts appropriate for the purpose and audience (e.g., draft the outline for a narrative text based on a series of personal or professional
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